THE TEACHING REPRESENTATION OF THE TEACHING OF AFRO-BRAZILIAN AND AFRICAN HISTORY AND CULTURE IN A SCHOOL OF INTEGRAL EDUCATION
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Abstract
The work on the subject of ethnic-racial relations comprises one of the emerging areas in education, producing diverse demands in reference to the teaching performance. In this context, we sought to analyze how the teachers of an Integral Education School in the city of Campinas represent the teaching of African and Afro-Brazilian history and culture in accordance with Law 10.639 / 03. For that, the discourse analysis was used as methodology and as an instrument of data collection, open and semi-structured questionnaires. This study proposes that in addition to the reports, it becomes possible to understand and reflect on the inequalities arising from the discriminations and prejudices destined to the black populations. Therefore, it is necessary to rethink how teachers perceive and perceive the other, diverse, in the search for a positive and respectable identity.
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